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Troy Patterson

The Color Gradient Reader BeeLine Shows Promise for Speed and Attention in Reading - Th... - 0 views

  • The most important feature is that each line begins with a different color than the line above or below. As Matthew Schneps, director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics, explained it to me, the color gradients also pull our eyes long from one character to the next—and then from the end of one line to the beginning of the next, minimizing any chance of skipping lines or making anything less than an optimally efficient word-to-word or line-to-line transition.
  • Meanwhile, people who aren’t especially skilled at intake of text in the traditional format are systematically penalized.
  • Our minds are not as uniform as our text.
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    "The most important feature is that each line begins with a different color than the line above or below. As Matthew Schneps, director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics, explained it to me, the color gradients also pull our eyes long from one character to the next-and then from the end of one line to the beginning of the next, minimizing any chance of skipping lines or making anything less than an optimally efficient word-to-word or line-to-line transition."
Ron King

Confessions of a Struggling Student (Me) - MiddleWeb - 0 views

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    by Laurie Wasserman We have all had those kids in our classrooms who we love for their excitement and enthusiasm, but who drive all of us crazy with their constant chatting while their classmates try to get in a word or share an idea.
Keith Schoch

Finding Flow in Writing - 0 views

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    Great exemplars for helping students find flow in writing; in other words, the ability to stay on a topic and keep the reader with them. Good practice for expository and argumentative writing as relates to CCSS.
Ron King

The differences between a geek and a nerd - 0 views

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    Curious about how people use "geek" and "nerd" to describe themselves and if there was any difference between the two terms, Burr Settles analyzed words used in tweets that contained the two. Settles used pointwise mutual information (PMI), which essentially provided a measure of the geekness or nerdiness of a term.
Troy Patterson

CURMUDGUCATION: Norms vs. Standards - 1 views

  • A standards-referenced test compares every student to the standard set by the test giver. A norm-referenced test compares every student to every other student. The lines between different levels of achievement will be set after the test has been taken and corrected. Then the results are laid out, and the lines between levels (cut scores) are set.
  • When I give my twenty word spelling test, I can't set the grade levels until I correct it. Depending on the results, I may "discover" that an A is anything over a fifteen, twelve is Doing Okay, and anything under nine is failing. Or I may find that twenty is an A, nineteen is okay, and eighteen or less is failing. If you have ever been in a class where grades are curved, you were in a class that used norm referencing.
  • With standards reference, we can set a solid immovable line between different levels of achievement, and we can do it before the test is even given. This week I'm giving a spelling test consisting of twenty words. Before I even give the test, I can tell my class that if they get eighteen or more correct, they get an A, if they get sixteen correct, they did okay, and if the get thirteen or less correct, they fail.
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  • Norm referencing is why, even in this day and age, you can't just take the SAT on a computer and have your score the instant you click on the final answer-- the SAT folks can't figure out your score until they have collected and crunched all the results. And in the case of the IQ test, 100 is always set to be "normal."
  • There are several important implications and limitations for norm-referencing. One is that they are lousy for showing growth, or lack thereof.
  • Normed referencing also gets us into the Lake Wobegon Effect.
  • On a standards-referenced test, it is possible for everyone to get an A. On a normed-referenced test, it is not possible for everyone to get an A. Nobody has to flunk a standards-referenced test. Somebody has to flunk a norm-referenced test.
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    "Ed History 101"
Ron King

Why Malcolm Gladwell Matters (And Why That's Unfortunate) - 0 views

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    Malcolm Gladwell, the New Yorker writer and perennial bestselling author, has a new book out. It's called David and Goliath: Misfits, Underdogs, and the Art of Battling Giants. I reviewed it (PDF) in last weekend's edition of The Wall Street Journal. (Other reviews have appeared in The Atlantic, The New York Times, The Guardian, and The Millions, to name a few.) Even though the WSJ editors kindly gave me about 2500 words to go into depth about the book, there were many things I did not have space to discuss or elaborate on. This post contains some additional thoughts about Malcolm Gladwell, David and Goliath, the general modus operandi of his writing, and how he and others conceive of what he is doing.
Ron King

Affirmation Addiction | Elise Jamison - 0 views

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    Hi, my name is Elise, and I am an affirmation addict. Wow. That was hard. But, hey, they say the first step toward recovery is admitting you have a problem. Okay, lets be honest, an affirmation addict isn't an actual disease but at this point, it should be. Google's secondary definition of the word affirmation is "Emotional support of encouragement." As human beings, this is something essential to survival, however, my generation has taken it to another level. As a direct result of social media, we crave affirmations from our peers in the form of likes, favorites, shares, retweets, reblogs, and revines. Its almost as if we become irrelevant without loads of internet attention, and with all these new social network apps popping up left and right, keeping up with it all is exhausting. At what point do we draw the line?
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